Translanguaging with Multilingual Learners Naomi WilksSmith language s

Translanguaging with Multilingual Learners Naomi Wilks-Smith

language s

RMIT Classification: Trusted A primary school example 324 students More than 50% LBOTE 85 students in their first 5 years of English learning Somali Mandarin Hakha-Chin Tongan Oromo Korean

RMIT Classification: Trusted Bi-/multilingual learners • Use languages for various purposes & audiences • Languages are tools in learners’ communicative toolkits (Faulstich, 2015) • Languages are part of an interconnected system • Languages are often ‘left at the school gate’ (Wilks-Smith, 2017) • Languages are part of learners’ ‘virtual school bags’ (Thomson, 2002; Thomson & Hall, 2008)

RMIT Classification: Trusted Translanguaging • Brings languages into classrooms • Uses learners’ full “linguistic repertoire” (Garcia, 2009) • Promotes student use of languages & connects them with their learning • Values, embraces and integrates linguistic skills, experiences and cultural knowledge into classroom practice • Resources for further learning • Cognitive resources

RMIT Classification: Trusted ‘Stance’, ‘Design’ and ‘Shift’ • Stance – multilingualism is a resource to think and learn in. • Design – design teaching-learning that integrates students’ linguistic repertoires • Constructing collaborative/ cooperative structures, • Collecting varied multilingual and multimodal instructional resources, and • Using translanguaging pedagogical practices. (García & Kleyn, 2016, p. 21). • Shift – teaching needs to shift to respond to learners’ languages, needs and practices. (García, Johnson and Seltzer, 2017)

RMIT Classification: Trusted Translanguaging design principles • • • valuing students’ languages and cultures, modelling translanguaging, providing authentic opportunities for multilingual communication, inviting two-way translation, composing dual-language texts, and connecting students with bilingual or multilingual audiences (Rowe, 2018, p. 31).

RMIT Classification: Trusted Designing translanguaging practices • Considering stance, design & shift (García, Johnson and Seltzer, 2017) and Rowe’s design principles (2018) • Pre-service teachers • Examples of practice • Primary school in Melbourne Australia

RMIT Classification: Trusted Translanguaging example of practice #1 KWL Charts

RMIT Classification: Trusted Translanguaging example of practice #2 Research project reports

RMIT Classification: Trusted Translanguaging example of practice #3 Multilingual interviews and surveys

RMIT Classification: Trusted Translanguaging example of practice #4 Multilingual promotional travel materials

“Translanguaging offers a practical way to bring languages that are often invisible at school into classrooms. ” (Wilks-Smith, 2021) naomi. wilks-smith@rmit. edu. au

RMIT Classification: Trusted Further reading & references Faulstich, O. (2015). Immigrant children in transcultural spaces: Language, learning, and love. https: //ebookcentral. proquest. com Garcia, O. (2009). Bilingual education https: //ebookcentral. proquest. com in the 21 st century: A global perspective. Oxford, United Kingdom: Wiley-Blackwell. Garcia, O. , Johnson, S. , & Seltzer, K. (2017). The Translanguaging Classroom: Leveraging Student Bilingualism for Learning. 1 st Edition. ISBN: 978 -1934000 -19 -9. García, O. , & Kleyn, T. (Eds. ). (2016). Translanguaging with multilingual students: Learning from classroom moments. New York, New York: Routledge. https: //ebookcentral. proquest. com Rowe, L. (2018). Say It in Your Language: Supporting Translanguaging in Multilingual Classes. Reading Teacher, 72(1), 31 -38. https: //ila-onlinelibrarywiley-com. ezproxy. lib. rmit. edu. au/doi/full/10. 1002/trtr. 1673 Thomson, P. (2002). Schooling the rustbelt kids. Making the difference in changing times. Sydney: Allen & Unwin. Thomson, P. & Hall, C. (2008). Opportunities missed and/or thwarted? ‘Funds of knowledge’ meet the English national curriculum, The Curriculum Journal, 19: 2, 87 -103, DOI: 10. 1080/09585170802079488 Wilks-Smith, N. (2017). The Place of Learners’ Languages in Literacy Programs: Bringing learners’ home languages in through the school gate. Babel, 52(1), 27 -34. Wilks-Smith, N. (forthcoming 2021). Translanguaging Pedagogies for Multilingual Learner Assessment. in Barkatsas, T. & Mc. Laughlin, T. Eds. Authentic Assessment and Evaluation Approaches and Practices in a Digital Era: A Kaleidoscope of Perspectives. Brill Sense: The Netherlands.